EXPLORING CRITICAL THINKING SKILL IN ENGLISH IN MEDIA

DISCOURSE AT ENGLISH LANGUAGE EDUCATION STUDY

PROGRAMME UNIVERSITAS NEGERI JAKARTA

Fita Athiya Riskyana

2215163316

A Skripsi Submitted as the Partial of Requirements for the Degree of “Sarjana

Pendidikan”

ENGLISH LANGUAGE EDUCATION STUDY PROGRAMME

FACULTY OF LANGUAGE AND ARTS

UNIVERSITAS NEGERI JAKARTA

JAKARTA

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ABSTRACT

Fita Athiya Riskyana. 2020. Exploring Critical Thinking Skill in English in Media

Discourse at English Language Education Study Programme UNJ. A Thesis,

Jakarta: English Language Education Study Program, Faculty of Languages and

Arts, Universitas Negeri Jakarta, August 2020.

Critical thinking is one of the skill which have to be mastered in 21st century. The

skill is needed in every subject, at every grade level especially in higher education.

However, the curriculum adjusts the required skill in order to prepare students for

the global era. This study aims to investigate critical thinking skills aspects which

are supported in the genre course which is English in Media Discourse at English

Language Education Study Programme Universitas Negeri Jakarta. The data were

analyzed through syllabus (course objectives, course activities, learning method,

learning outcomes, task descriptions, assessment criteria, course policies) and

learning activity (from the recorded online meeting in Class A Session 7, 19A

Feature Part 2, and 19 A Editorial Part 2: Predictions B). Indicators for research

instruments in this study were obtained from ACER (2020) and Paul & Elder

(2005). Qualitative content analysis is used as the methodology of this study in

which the data analysis procedure using deductive content analysis from Mayring

(2000). The findings showed some critical thinking aspects were addressed in task

description, course activities, course objectives, and learning method in syllabus. In

learning activity the aspects of critical thinking were addressed in several sessions

of news article, feature, and editorial channel in LMS, the activities are; student-

lecture interaction about the topic being discussed in news article topic, students

asked question to seek a clear understanding, students gave their explanation in a

class discussion, and student’s evaluation of language used in feature text which is

written by the author.

Keywords: Critical Thinking Skill, 21st Century Skill, Syllabus, Learning Activity.

v

ABSTRAK

Fita Athiya Riskyana. 2020. Exploring Critical Thinking Skill in English in Media

Discourse at ELESP UNJ. Thesis, Jakarta: English Language Education Study

Program, Faculty of Languages and Arts, Universitas Negeri Jakarta.

Keterampilan berpikir kritis merupakan salah satu keterampilan yang harus

dikuasai pada abad ke 21. Keterampilan tersebut dibutuhkan dalam setiap pelajaran,

setiap kelas, terutama dalam konteks sekolah menengah ke atas. Oleh karena itu,

kurikulum menyesuaikan keterampilan yang dibutuhkan mahasiswa untuk

mempersiapkan mereka dalam menghadapi era global. Penelitian ini bertujuan

untuk mengetahui aspek-aspek keterampilan berpikir kritis yang ada di dalam salah

satu mata kuliah berbasis genre yaitu English in Media Discourse di program studi

Pendidikan Bahasa Inggris Universitas Negeri Jakarta. Data yang dianalisis dari

mata kuliah tersebut adalah silabus dan kegiatan pembelajarannya. Komponen

dalam silabus yang dianalis adalah Capaian Pembelajaran Lulusan, Capaian

Pembelajaran Mata Kuliah, Kegiatan Pembelajaran (Metode), Petunjuk Tugas, dan

Rincian Rencana Kegiatan. Komponen dalam kegaiatan pembelajaran yang di

analisis diambil dari rekaman pertemuan daring dalam sesi Class A Session 7, 19A

Feature Part 2, and 19 A Editorial Part 2: Predictions B. Indikator yang digunakan

untuk instrumen penelitian ini diambil dari ACER (2020) dan Paul & Elder (2005).

Metode penelitian yang digunakan adalah kualitatif konten analisis yang dimana

prosedur analisis datanya menggunakan teori dari Mayring (2000) yaitu deductive

content analysis. Hasil penelitian menunjukkan bahwa aspek-aspek keterampilan

berpikir kritis terintegrasi dalam petunjuk tugas, capaian pmbelajaran mata kuliah,

capaian pembelajaran lulusan, dan metode pembelajaran dalam silabus. Dalam

kegiatan pembelajaran, aspek-aspek dari keterampilan berpikir kritis terintegrasi

dalam beberapa sesi pertemuan daring di Micsofot teams (news article, feature, and

editorial topic), kegiatannya berupa interaksi antara dosen dan mahasiswa

membahas topik yang sedang di diskusikan dalam artikel berita, mahasiswa

bertanya kepada dosen untuk mencari pemahaman yang sesuai, mahasiswa

memberikan pendapatnya dalam diskusi kelas, dan mahasiswa mengevaluasi

penggunaan tata bahasa oleh penulis dalam salah satu teks.

Kata Kunci: Keterampilan berpikir kritis, Keterampilan abad ke-2l, Silabus,

Kegiatan Pembelajaran.

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ACKNOWLEDGEMENT

First of all, thanks to Allah SWT for His grace in giving me strength, with

His blessing I can finish my skripsi entitled ‘Exploring Critical Thinking Skill in

English in Media Discourse at English Language Education Study Programme

Universitas Negeri Jakarta. Also I would like to express my deep and sincere

gratitude for these people who are greatly contributed in the process of finishing

this skripsi and accompanied me during the college life, they are:

1. Bapak Suroto and Ibu Farikhiyati, which are my parents who always support me

in all aspects. Thank you for their prayers, love, and sacrifices for educating and

preparing my future.

2. Bapak I Wayan Darya, M.A and Bapak Dr. Ifan Iskandar. M, Hum as my first

and second skripsi advisors. Thank you for helping me and giving guidance.

Especially for Pak Wayan who gave me a lot of ideas to complete my skripsi. It was

a great privilage and honor to work under his guidance.

3. Bapak Dr. Sudarya Permana, M.Hum. as the Head of English Language

Education Study Programme.

3. Bapak Lasito, M.App. Ling. as my academic advisor in 16DA. Thank you for

helping me during the process of learning in ELESP UNJ

4. Ibu Prof. Dr. Ilza Mayuni, M.A., Ibu Dra. Sri Sulastini., M.A, and Bapak Dr.

Sudarya Permana, M.Hum., as my proposal and skripsi examiners, many thanks for

all the feedback given to me in order to support this study.

5. All lectures and staffs in English Department. I cannot thank you enough for the

knowledge and guidance given to me.

6. For Anisa Putri, Anindya Pramesti, Endang Lestari, and Sinta Asokasari as my

skripsi partners. Thank you for always help me during this skripsi process. Finally,

we can get through it all. This is the beginning in our life to achieve more goals.

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7. My nalasue gang in 16DA, Enggal Fauzia, Farhana Nurhayya, Mega Fitria, and

Sinta Asokasari. Thank you for all the support, happiness and laughter for these

four years.

8. Farrah Yustika, Aulia Ulfa, Riyanti, Afriza Dinulhaq Amd.OT, Bripda Krisna

Yulianto, as my one call away person(s) Thank you for always being a good listener

and always be there when I need you all to lift my spirit.

9. Adelia Dwi, Dira Khoiriyah, Refita Sari, Kevin Ramadhan, Joshua Avertho,

S.AB as my senior high school mates. Thank you for your time and support during

my college life. Meeting you guys will always cheer me up.

10. My classmate in 16 DA who were shared the unforgettable moments together.

It was a pleasure to meet you all.

11. BEMP Pendidikan Bahasa Inggris 2017/2018 kabinet cemara, especially for

Kak Izky Rachelia, S.Pd who shared her experience and suggestion related to my

skripsi.

The last one for all of my friends who have supported me all this time. Thank you

for you prayer and support.

Jakarta, Agustus 2020

Fita Athiya Riskyana.

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TABLE OF CONTENTS

LEMBAR PENGESAHAN ..................................................................................... i

LEMBAR PERNYATAAN ................................................................................ ....ii

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH

UNTUK KEPENTINGAN AKADEMIS .............................................................. iii

ABSTRACT ........................................................................................................... iv

ABSTRAK .............................................................................................................. v

ACKNOWLEDGEMENT ..................................................................................... vi

CHAPTER I ............................................................................................................ 1

1.1 Background of the Study .......................................................................... 1

1.2 Research Questions .................................................................................. 4

1.3 Purpose of the Study ................................................................................. 4

1.4 Scope of the Study .................................................................................... 5

1.5 Significance of the Study ......................................................................... 5

CHAPTER II ........................................................................................................... 6

2.1 Critical Thinking Skill ................................................................................... 6

2.2 Syllabus ....................................................................................................... 16

2.3 Learning Activities ...................................................................................... 17

2.4 English in Media Discourse ........................................................................ 17

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2.6 Conceptual Framework ............................................................................... 22

CHAPTER III ....................................................................................................... 23

3.1 Research Design .......................................................................................... 23

3.2 Data and Data Sources................................................................................. 25

3.3 Time of Study .............................................................................................. 25

3.4 Research Instrument ............................................................................... 25

3.5 Data Collection Procedure ........................................................................... 34

3.5.1 Procedure in Syllabus ........................................................................... 34

3.5.2 Procedure for Learning Activity ..................................................... 35

3.6 Data Analysis Procedures ............................................................................ 35

CHAPTER IV ....................................................................................................... 39

4.1 Data Description .......................................................................................... 39

4.1.1 Indicators of critical thinking ................................................................ 39

4.1.2 Syllabus and Learning Activity ............................................................ 40

4.2 Findings ....................................................................................................... 40

4.2.1 Critical Thinking Skill in English in Media Dicourse at ELESP UNJ . 40

4.2.1.2 Critical thinking addressed in learning activity ................................. 48

4.3 Discussion ................................................................................................... 50

4.3.1 Critical Thinking Skill in Syllabus .................................................. 50

4.3.2 Critical Thinking Skill in Learning Activity......................................... 55

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CHAPTER V ......................................................................................................... 62

5.1 Conclusion .............................................................................................. 62

5.2 Recommendation .................................................................................... 63

References ............................................................................................................. 64

APPENDICES ...................................................................................................... 66

DAFTAR RIWAYAT PENULIS ....................................................................... 112

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List of Table

Table 2. 1 ACER's Critical Thinking Indicators ................................................... 11

Table 2. 2 Paul & Elder Critical Thinking Indicator ............................................. 15

Table 3. 1 Indicator of Analysis 28

Table 3. 2 Table of Analysis 33

Table 3. 3 Table of Identification for Syllabus 34

Table 3. 4 Table of Identificator for Learning Activity 35

Table 3. 5 Table of Data Coding 38

Table 4. 1 Critical Thinking skill in English in Media Discourse ......................... 44

Table 4. 2 Critical thinking skill in the syllabus .................................................... 46

Table 4. 3 Critical Thinking Skill in Learning Activity ......................................... 49

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List of Appendices

Appendix 1. Syllabus Components ....................................................................... 71

Appendix 2. Table of Analysis (Syllabus) ............................................................ 78

Appendix 3. Learning Activity Identification ..................................................... 102

Appendix 4. Table of Analysis (Learning Activity) ........................................... 110